Abstract
AbstractTeacher noticing has become widely accepted as a principal component of teacher competence; it is supported during university teacher education in many activities. However, only a few high-quality standardized measurement instruments exist that capture noticing and allow valid interpretations of how its development depends on factors within university teacher education. The present study is based on a video-based test instrument that has been developed to enable a standardized study of the noticing of practicing mathematics teachers—that is, their perception, interpretation, and decision-making skills—with respect to subject-specific and general pedagogical issues in secondary mathematics classrooms. This study examines how this instrument developed for in-service teachers can be used for pre-service teachers at the master’s degree level. Based on a sample of 313 pre-service mathematics teachers enrolled in six German universities, the study investigates (1) the instrument’s internal structure (scaling models based on item response theory) and (2) its association with relevant factors within university teacher education. The results reveal that a scaling model based on the three noticing facets (perception, interpretation, and decision-making) was superior to a one-dimensional scaling model. Opportunity to learn in mathematics education and average grades in final secondary school examinations were shown to be significant predictors of test performance. However, there was no effect for university-specific opportunity to learn in general pedagogy or pedagogical experiences outside teacher education. Overall, the results suggest that the measurement instrument can be used to assess pre-service mathematics teachers’ noticing in university teacher education.
Funder
Bundesministerium für Bildung und Forschung
Universität zu Köln
Publisher
Springer Science and Business Media LLC
Reference58 articles.
1. American Educational Research Association (AERA), American Psychological Association (APA), & National Council on Measurement in Education (NCME) (2014). Standards for educational and psychological testing. Washington: American Educational Research Association.
2. Bastian, A., Kaiser, G., Meyer, D., Schwarz, B., & König, J. (2021). Teacher noticing and its growth toward expertise: An expert–novice comparison with pre-service and in-service secondary mathematics teachers. Educational Studies in Mathematics, 110(2), 205–232. https://doi.org/10.1007/s10649-021-10128-y.
3. Baumert, J., & Kunter, M. (2013). Professionelle Kompetenz von Lehrkräften. In I. Gogolin, H. Kuper, H.-H. Krüger & J. Baumert (Eds.), Stichwort: Zeitschrift für Erziehungswissenschaft. Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-00908-3_13.
4. Berliner, D. C. (1988). The development of expertise in pedagogy. American Association of Colleges for Teachers.
5. Blömeke, S., Hsieh, F.-J., Kaiser, G., & Schmidt, W. H. (Eds.). (2014). International perspectives on teacher knowledge, beliefs and opportunities to learn: TEDS‑M results. Wiesbaden: Springer.
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献